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POSITIVE BEHAVIOR SUPPORT FOR INCLUSIVE CLASSROOMS Presented by: Vicki Knight

Slides from: National Technical Assistance Center onPositive Behavioral Interventions and Supports (PBIS)

Overview

PBS: what is it?Why do we use it? Outcomes? Integrated elements?Three tiered model Effective classroom management processesHow this is different for HSSome functions for behaviorFunctional behavior assessment (if there’s time!!)

What is School-wide Positive Behavior Support?

School-wide PBS is the integration of:Specifically defined and valued outcomesBehavior and biomedical science,Research validated practices, andSystems change

The goal: to prevent the development and intensifying of problem behaviors and maximize academic success for all students

Features associated with SWPBS

Teaching behavioral expectations to all studentsSchool-wide behavioral expectationsContinuum of consequences for violating behavioral expectationsAcknowledging appropriate behaviorOngoing use of data for documenting Function-based support for students with chronic problem behavior

What are the outcomes associated with SWPBS?

Decrease in office discipline referrals Increase in instructional time Decrease in administrator time spent on discipline issues Efficient and effective use of scarce resourcesIncrease in perceived school safety Sustainability through team approach

SYST

EMS

PRACTICES

DATA

OUTCOMES

SupportingStaff Behavior

SupportingStudent Behavior

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

Academic Systems Behavioral Systems

1-5%

5-10%

80-90%

Intensive, Individual Interventions

1-5%

5-10%

80-90%

•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

~80% of Students

~15%

~5%

ESTABLISHING A CONTINUUM of SWPBS

SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•

TERTIARY PREVENTION• Function-based support• Wraparound/PCP• Specialized, individualized intervention• Cognitive-behavioral supports•

PRIMARY PREVENTION• Teach & encourage positive SW expectations• Proactive SW discipline• Effective instruction• Parent engagement•

Audit

1.Identify existing practices by tier

2.Specify outcome for each effort

3.Evaluate implementation accuracy & outcome effectiveness

4.Eliminate/integrate based on outcomes

5.Establish decision rules (RtI)

Practice Selection

•Evidence-based

•Measurable outcome aligned with need & student

•Rules for data-based decisions

•Integrated with related practices based on outcomes, need, student

•Implementation fidelity

•Continuous monitoring

Classroom Challenges

Majority of “discipline problems” originate in the classroom and often result in removal from instructionRemaining engaged in instruction essential to student academic and social success“Culture” of education often reinforces ineffective practices and creates barriers to implementing effective practices

Effective Classroom Management Practices

(Simonsen, Fairbanks, Briesch, & Sugai, 2006)

Universals: Classroom

1. Classroom expectations/rules defined and taught 2. Classroom routines defined and taught 3. “4:1” positive feedback 4. Active supervision 5. Students actively engaged 6. Multiple opportunities to respond7. Minors addressed quickly and quietly/privately 8. School wide procedures for majors are followed

What does this look like in HS?

(Strout, 2005)

(Malloy, 2008) 14

BERLIN HIGH SCHOOL CONDUCT ACTION GUIDE

Be Responsible Have Respect Strive for SuccessIn the CLASSROOM

In the HALLWAY

In the CAFETERIA

In ASSEMBLIES/EVENTS

•Come prepared.•Be on-time—both feet must be through the classroom door by the time the bell stops ringing.•Pick up after yourself.•Respond to reasonable requests.•Complete your ‘own’ assignments and tasks as required.

•Model positive behavior and acknowledge it in others. •Help others in need.

•Honor others’ personal space.•Apologize if you bump into someone.•Use appropriate language and voice.•Display affection appropriately.

•Be on-time.•Practice polite table manners.•Leave the floor and table clean for the next group using the facility.•Consume only your own food and drink.

•Walk to the right.•Use time for intended purpose only.•Keep the hall and floors clean.

•Be silent during announcements.•Dress appropriately (see Dress Code).•Allow others’ expressions and ideas.•Use appropriate language and voice.•Honor others’ property.•Honor others’ property.

•Engage in learning.•Maintain a positive outlook towards school.•Model positive behavior and acknowledge it in others.

•Wait your turn in line.•Keep your hands, feet and food to yourself.•Use “please” and “thank you”.•Use appropriate language and voice.

•Eat lunch with someone who is eating alone.•Model positive behavior and acknowledge it in others. •Compliment the kitchen staff.

•Participate appropriately.•Come and go in an orderly fashion.•Pick up after yourself.•Sit with your class during school assemblies.

•Help create an environment where everyone can enjoy the activity.•Treat visitors kindly.•Use appropriate language and voice.

•Encourage others to enjoy the presentation or event.•Model positive behavior and acknowledge it in others.

revised: 9/27/07

PBIS: How High Schools DifferIn General In High School

School size variesTeachers see role as teaching behavior and academicsTargeted behaviors are reflected in office referralsTeacher-student relationships are easily formedEasier to shape student behaviorOutcome is educational gradual progress

Larger numbers of students and staffTeachers see role as teaching academicsTargeted behaviors are reflected in attendance, performance, and office referrals Impersonal atmosphereExpectation of adult behaviorOutcome is educational mastery and competitive achievement

(Malloy, 2008)

Recognizing Students for Exhibiting Behavioral Expectations

Prepare for “comfort level”Focus on ratioDevelopmentally-appropriate responsesActively Involve studentsCan include social and academic outcomes

(Malloy, 2008)

In High SchoolProvide specific, verbal

acknowledgement using words from the teaching matrix

Provide acknowledgement at a 4:1 ratio or better of positive to corrective contacts

Provide acknowledgement as quickly after the expected behavior as possible

Provide additional acknowledgement based on your schoolwide plan

In General16

Responding to Problem Behavior

Office vs. Class vs. Dean vs. Security must be clearConsensus is difficultDo not forget tardies- attendancePrepare to redirect students

(Malloy, 2008)

In High SchoolDefine problem

behaviorsDifferentiate majors

and minorsDetermine procedures

for responding to minors and majors

Create efficeint forms

In General17

Classroom Management

Prepare staffDiscipline with

DignityPre-teach, Teach and Re-teachStay out of contentEffective use of

humor(Malloy, 2008)

Instructional/ Curricular ManagementEnvironmental ManagementProactive Behavior Management

18

In High SchoolIn General

Teaching Expectations

Include studentsUse variety of teaching methodsDo not rely on role play aloneIncoprated into instructionCan include self-determination componentsPrepare your staff

19

(Malloy, 2008)

In High School

Develop a plan to teach the most important subsets of behavioral expectations in the context of the locations they occur.

Determine priorities for teaching plans based on data

In General

Step 1: Identify and Analyze the Problem

Step 2: Develop the Plan

Step 3: Implement the Plan

Step 4: Evaluate the Plan(Response to Intervention)

What do we do about it?

What’s the problem and why is it happening?

How do we do it?

Is it working?

Problem-Solving Process

Develop Hypothesis

Develop hypothesis statement regarding the likely functions of the problem behavior and the context (social and environmental conditions) in which it is most likely to occur.

Hypothesis

When this occurs….

The student does….

To get/avoid...

Teach Alternative Behavior

Function = GetSocial skills that access attention appropriatelySocial skills that delay access to desired objects or events

Function = Escape Social skills that access assistance with difficult tasksSocial skills to avoid negative adult & peer interactions

Modify Environment

AttentionWithhold attention for problem behaviorProvide high rates of reinforcement for replacement behavior

Modify Environment

EscapeDo not allow student to “escape” tasks unless they use pro-social alternative behaviorModify tasks to promote high rates of engaged time

Worry #1“Teaching” by Getting Tough

Runyon: “I hate this f____ing school, & you’re a dumbf_____.”

Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”

Immediate & seductive solution….”Get Tough!”

Clamp down & increase monitoringRe-re-re-review rulesExtend continuum & consistency of consequencesEstablish “bottom line”

...Predictable individual response

Reactive responses are predictable….

When we experience aversive situation, we select interventions that produce immediate relief

Remove studentRemove ourselvesModify physical environmentAssign responsibility for change to student &/or others

When behavior doesn’t improve, we “Get Tougher!”

Zero tolerance policiesIncreased surveillanceIncreased suspension & expulsionIn-service training by expertAlternative programming

…..Predictable systems response!

Erroneous assumption that student…

Is inherently “bad”Will learn more appropriate behavior through increased use of “aversives”Will be better tomorrow…….

But….false sense of safety/security!

Fosters environments of controlTriggers & reinforces antisocial behavior Shifts accountability away from schoolDevalues child-adult relationshipWeakens relationship between academic & social behavior programming

Science of behavior has taught us that students….

Are NOT born with “bad behaviors”Do NOT learn when presented contingent aversive consequences

……..Do learn better ways of behaving by being taught directly & receiving positive feedback….consider function

Non-examples of Function-Based approach

“Function” = outcome, result, purpose, consequence“Santana, you skipped 2 school days, so we’re going to suspend you for 2 more.”“John, I’m taking your book away because you obviously aren’t ready to learn.”“You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.”

Behavioral Techniques

Less punishment

More positive reinforcement

Use extinction methods (planned ignoring)

Are “Rewards” Dangerous?

“…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.”

Cameron, 2002Cameron & Pierce, 1994, 2002

Cameron, Banko & Pierce, 2001

Does PBS make a difference?

(Malloy, 2008)

This is a 74% reduction in disrespect referrals!!

36

An example from Achievement in Dropout Prevention and Excellence (APEX II): PBIS Implementation in High Schools in New Hampshire

277 reported incidents of disrespect during semester 1.An average of 3 per day or 15.4 per week16 reported incidence of disrespect so far for semester 2An average of 0.8 per day or 4 per week

What We Have Learned about Universal Implementation at the High School Level

(Malloy, 2008)

37

High schools students (and faculty) DO like “hoakey”reinforcers such as stickers, tickets, and praise…High school data must include an analysis of attendance and tardies because… if the student isn’t present he or she may not be able to keep up or catch up… and because of automatic failure policies, A predictable, positive environment reduces failure rates.

Action Planning: Suggestions

Work as teamInvest in self-assessmentUse data continuously for decision makingBe outcome orientedContextualize for your community/cultureSustain w/ efficiency…make it easyGive priority to doableEstablish local capacities….own it

Behavior Support Plans and Functional Behavioral Assessments

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

Secondary Prevention:Specialized Group

Systems for Students with At-Risk BehaviorPrimary Prevention:

School-/Classroom-Wide Systems for

All Students,Staff, & Settings

~80% of Students

~15%

~5%

School-Wide Positive Behavior

Support

(Horner & Todd, 2008)

A Context for PBS

(Horner & Todd, 2008)

Behavior support is the redesign of environments, not the redesign of individuals

Positive Behavior Support plans define changes in the behavior of those who will implement the plan.

A behavior support plan describes what we will do differently.

Outcomes of a Functional Behavioral Assessment

(Horner & Todd, 2008)

Operationally defined problem behavior(s)By response class

Identify routines in which the problem behavior is most and least likely to occur

Define the antecedent events (triggers; setting events) that predict when the problem behavior is most likely

Define the ONE consequence that contributes most to maintaining the problem behavior in that routine.

Summary Statement of findings.

Setting Events

4

Allergies

TriggeringAntecedents

2 3In room with Noise and/or many people

MaintainingConsequences

Avoid noise/people

ProblemBehavior

1

Tunes out

FBA Summary Statement

(Horner & Todd, 2008)

Primary Purposes of Functional Behavioral Assessment

(Horner & Todd, 2008)

The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiencyof behavior support.

Behavior support plans built from functional assessment are more effective

Didden et al., 1997 Newcomer & Lewis, 2006Carr et al., 1999 Ingram, Sugai & Lewis-PalmerEllingson, et al., 2000; Filter (2004)

Create order out of chaos Define contextual information, where, when, with whom, etc.

Professional accountability